Note: This post is one in a series on The Agile Schools Manifesto that I introduced in an earlier post.
Have you ever had one of those moments? The bell rings to end class and every person in the room jumps with surprise because the engagement level was too high for a trivial detail like the time/space continuum to distract anyone. As everyone begins to transition to the next class period as if waking from a really great dream, you steal a brief moment to revel in the joy of learning as it should be–filled with collaborative curiosity and exploration.
What price would you put on that class period? What would you pay (or how much prep would you be willing to do) in order to guarantee that every class period resulted in the same level of learning as that class period?
Here is a different set of questions: What grade would everyone get for the learning during that class? How would you fit that class into your grade book or share it on the parent portal?
I don’t mean to be a buzzkill, but I’m afraid that too often in school meaningful learning is subordinated by our over-emphasis on measuring learning. I know that the dream class as described above (they do happen!) involved quality learning, but I don’t have to think long about a string of those classes in a row before I start getting this nagging sense of guilt from the empty columns of my PowerSchool grade book (see my post on individuals over tools). Even though I know that great learning took place during that dream class, the difficulty of measuring and reporting it in the context of a typical school system actually makes me question myself and the planning that led to the highly engaged class.
“But if I can’t measure the learning, how do I know there was any learning at all?” Agile education and I are not saying that measurement of learning is unimportant, but rather that the learning is a higher aim and priority than our ability to measure it. And, when it comes to learning, measurement isn’t the exact science we attempt to make out to be. It can be falsely comforting to stick with easy to measure assessments that are “straightforward” and “airtight” on PowerSchool or during Parent/Teacher conferences, but that tendency helps perpetuate a culture of chasing after grades instead of focusing on learning.
We can assess the learning of that dream class, but it won’t be communicated by a 7.5 out of 10 on a quiz. No, the dream class learning will be revealed by observation and conversation, reflection and anecdote. This type of evidence is no less valid or important than neat and tidy columns of quiz scores. Formative assessments and professional observations are vital components of practice that prioritizes meaningful learning over the measurement of learning.
Of course, let’s measure learning, but let’s find ways for our measurements to support meaningful learning. Collect anecdotal evidence and video feedback from students. Paste urls for Padlet walls or Google Shared folders into columns/comments in your digital grade book or parent portal. Pack portfolios full of formal and informal artifacts of learning. As the new school year begins, let’s commit to finding and sharing practical new assessments that better support a long string of dream classes and that communicate all the dreamy and essential learning to parents, students, colleagues, and ourselves.